61. TeacherNet Welcome student teachers Congratulations on choosing a Learning Disabilities Associationfor supervision and Curriculum Plans ERIC PBS teacher Source NYTimes http://www.teachernet.com/htm/student_welcome.htm

62. Uncredentialed Teachers: An Urban Disaster eventually take charge of the class under their supervision. be paid half the salaryof a beginning teacher. the effect of raising the student/teacher ratio in http://ousd.k12.ca.us/~codypren/uncred.html

Text Links: Home Lesson Plans Humor Teacher Inquiry ... Links Feedback is invited: Email me! Uncredentialled Teachers: an Urban Disaster What will it take to fix our schools? Strong, effective, qualified teachers must be front and center. Unfortunately, though Oakland schools are making serious change a priority, the level of teacher experience continues to be an Achilles heel. Study after study has revealed that the most important factor in a child's education is his teacher. Preparation and experience are two critical factors affecting teacher quality. Five years ago, the state reduced elementary class sizes, creating an instant teacher shortage. Policy-makers took the easy way out, eliminating the requirement that one hold a credential before beginning to teach. The new system allows you to pass a skills test, promise to begin a training program and begin teaching without an iota of preparation. Districts like Oakland, which have the most challenging teaching situations, are losing credentialed teachers left and right, because other districts hire them away. As a result, while the state has 85% of its teachers with credentials, and a strong district like Albany has 98%, Oakland has only 75%.What is worse, at some of the District's middle schools fewer than 40% of the teachers hold credentials. And the numbers at some schools have actually gotten worse in the past three years, in spite of a substantial pay raise. Not surprisingly, test scores at these schools are some of the lowest in the district. Thus, a well-intentioned reform has had the effect of exaggerating inequity, putting these students even farther behind.

63. Supervised Student Teaching The Supervised student Teaching Experience is a nine (9) semester daily at assignedschools under the supervision of a certified physical education teacher. http://wcuvax1.wcu.edu/~dgrube/pe490.html

Supervised Student Teaching INSTRUCTOR ACCESS: Danny P. Grube, Ph.D. Office Phone: 227-3550 Email Address: dgrube@wcu.edu Home Page: http://www3.wcu.edu/~dgrube Office Location: 122B Reid Gym Office Hours: by appointment COURSE INFORMATION: PE 490-01; 9 credit hours; Meets daily at assigned schools CREDITS AND MEETINGS: The Supervised Student Teaching Experience is a nine (9) semester hour course and will meet daily at assigned schools under the supervision of a certified physical education teacher. CONCEPTUAL FRAMEWORK: The professional education program at Western Carolina University is a community of learners based on knowledge, values, and experiences. We teach our students to use their knowledge of both human development and their disciplines to effectively teach all pupils to solve problems. Appropriate values and dispositions are central to excellent teaching. We model collaborative, caring, and intellectually stimulating learning communities so our teacher education students will create environments for all their students that encourage curiosity, foster motivation, and promote achievement of rigorous state and professional standards. We require our candidates to use state-of-the-art technology in their courses and in their field experiences. The Supervised Student Teaching COURSE OBJECTIVES: Upon successful completion of this course, the student will be able to:

64. Pearson At School investigations a breeze with a minimum of teacher supervision See More. (StudentEdition, Book Only handson activities that can help you teach basic concepts http://pearsonatschool.com/themes/index.asp?st={BC3F2DC1-E9EB-4F8F-A8C4-91E79D61

65. Primary Database successfully with children, maintaining the associate teacher’s programme to beconfident that any student teachers placed under supervision in their http://www.soe.waikato.ac.nz/primary/failed.html

66. Trinity Academics - Education in America Practicum The Master teacher Practicum The student Teaching students Pedagogics,Secondary School Leadership, supervision and Evaluation http://www.trinity.edu/departments/public_relations/Academic/education.htm

Education The Discipline The Curriculum The Facilities Student Opportunities After Graduation ... The Courses The Discipline The Department of Education at Trinity University features innovative and challenging programs for students interested in teaching in the nation's public or private elementary and secondary schools. Specific programs prepare students for certification in elementary, secondary, and special education. The Trinity student interested in teaching is provided an excellent preparation in the liberal arts and sciences, and then the professional education coursework that provides the knowledge and skills for success in the elementary or secondary classroom. A special effort is made to get to know the students, assist them in making career plans, and, ultimately, in securing employment as a teacher. The Curriculum The Department of Education offers teacher preparation programs in elementary education; secondary education, with some twenty-four teaching fields; and special education. The teacher education sequence is a five-year program. The B.A. degree in an academic discipline is awarded at the completion of undergraduate studies. The fifth year, which Trinity students must complete to satisfy Texas certification requirements and to receive the benefits of existing reciprocity agreements with other states, consists of a summer and two regular term semesters. On completion of the fifth year, students receive the MAT (Master of Arts in Teaching), a professional degree.

67. Student And Class Projects Using The Internet are designed using heterogeneous student groupings, with a great resource for findingteacherapproved web groups will need constant supervision, while others http://teacher.scholastic.com/professional/teachtech/usinginternet.htm

One of the greatest benefits of using the Internet in the classroom is to provide educational opportunities for students based on their abilities and interests. For example, I can teach a basic lesson on a writing strategy and allow a student who is interested in and motivated by baseball to find examples of the writing strategy on a baseball-focused Web site. This lesson suddenly becomes more motivating, exciting, and memorable to this student. Brain research shows that individuals remember events and facts in more detail for a longer period of time if there are emotions involved in the initial learning experience. This concept of emotional memory is highly useful as we use the Internet in our classrooms. Due to the timeliness and currency of the Internet and the fact that students can find information that naturally interests them, the Internet can increase the emotional impact of lessons, and making learning interesting, fun, and meaningful to students. This seminar discusses the use of individual and class projects using the Internet to help students experience the joy of learning for themselves. As students gain experience learning for the pure joy of learning, their emotional interest, intrinsic motivation, and hunger for knowledge also increase.

68. UG Courses-EDU This course prepares students to teach history, civics During the 12 weeks, thestudent teacher receives close and continuous supervision and guidance http://www.snhu.edu/Home_Page/Academics/UG_Course_Descriptions/UG_Courses_EDU.ht

Find Index Home Academics ... Univ Offices Contact the School of Business at Undergraduate Teacher Education Course Descriptions EDU 200 Introduction to Education (3 credits) This course gives students an overview of American education through the analysis of its historical and philosophical roots. Contemporary issues in American education are emphasized. Non-education majors may use this course as a social science elective. Prerequisite: ENG 120 or equivalent. Offered every year. Writing intensive course. EDU 290 Field Experience (3 credits) Field experience provides future teachers with varied educational experiences that are appropriate to their major teaching area. Typical experiences include working as teaching assistants and visiting a variety of schools. A journal and several written reports may be required. Prerequisite: permission of the teacher education coordinator/department chair at least eight weeks prior to registering for the course. Offered every semester. EDU 300 Principles of Business and Vocational Education (3 credits) This course focuses on business education and studies the field's curriculum, levels, facilities, materials, research and issues. Current practices in business education are emphasized. Cooperative education is studied in depth. Prerequisites: EDU 200 or permission of the program coordinator/department chair. Offered as needed.

69. Student Teaching Policies And Procedures - ELP At CSU supervision by faculty of other institutions. supervisor, the fee for the cooperatingteacher, and any For example, to student teach in Wyoming, supervised by http://www.colostate.edu/Depts/EdLicense/StudentTeaching/apply.htm

70. A Summary Of The Regional Conferences - 4. ABOUT THE PEDAGOGICAL PROCESS were not in a position to teach several subjects out that most support and supervisionis given conditions such as a quality studentteacher relationship, the http://www.uquebec.ca/menu/rep_publ/a_synthe/a_sync_4.htm

The Estates General on Education 1995-1996 A Summary of the Regional Conferences 4. ABOUT THE PEDAGOGICAL PROCESS There seems to be a consensus on the need to increase student support and supervision at the secondary level. How can this be done: a homeroom system, stable groups, a tutoring system, supervised study periods? Should each community be allowed to select the forms of supervision likely to meet its needs most effectively? Participants agreed on the need to increase student supervision, especially at the secondary level, as a condition for success in school. However, they also felt that this element was not generally deficient, thanks to the efforts made in recent years. Many participants suggested that supervision should be reduced gradually to develop the autonomy of students as they progress through the education system. Nevertheless, it was agreed that supervision is essential at the college level, especially during the first term, when the need for academic and psychological support and guidance is greatest. All agreed that it is up to each school community (administration, teaching staff, students and parents) to select the form of supervision it considers most appropriate. In this respect, however, some participants felt that things should not be left to chance, but rather that action research should be conducted to identify local problems and provide information as a basis for the selection of supervision methods, that the selected methods should be clearly set out in the school's educational project and included in individualized education plans, in the case of students with handicaps or learning or adjustment difficulties.

71. C I C S Graduate Brochure mission, C S faculty specialize in curriculum, supervision and teacher leadershipas undergraduate education courses and/or supervise student teachers in http://www.ed.psu.edu/ci/cs_grad_brochure.asp

72. The Doctor As Teacher September 1999 Introduction In Our develop both as a doctor and as a teacher; skills, and in the facilitation of studentlearning, is the NHS are undertaking teaching and supervision of students http://www.gmc-uk.org/med_ed/teach.htm

The Doctor as Teacher September 1999 Introduction In our Recommendations on the Training of Specialists, we acknowledge that the example of the teacher is the most powerful influence upon the standards of conduct and practice of every trainee, whether medical student or junior doctor. Our recommendations about the pre-registration year, The New Doctor and about training at senior house officer grade, The Early Years discuss in some detail the arrangements that should be made for the supervision of new medical graduates and those in the early stages of training for specialist practice. The guidance in this pamphlet supplements that in our recommendations about general clinical and general professional/basic specialist training. It sets out our expectations of those who provide a role model by acting as clinical or educational supervisors to junior colleagues, and of the bodies under whose auspices this task is undertaken. The guidance applies equally to those who supervise medical students, as they begin to acquire the professional attitudes, skills and knowledge they will need as doctors. The educational obligations of all doctors All doctors have a professional obligation to contribute to the education and training of other doctors, medical students and non-medical healthcare professionals on the team

73. JMU - University Supervisors of the effectiveness of the cooperating teacher/placement to the ESC within threeweeks after each student teaching placement supervision Schedule and Deadlines. http://coe.jmu.edu/esc/ST_UniversitySupervisor.shtml

Search JMU Web Find JMU People Site Index ESC HOME ... CHECK STATUS PUBLISHER: Education Support Center MSC 1102, Harrisonburg, VA 22807 PHONE: (540) 568-6274 FOR INFORMATION CONTACT: Linda Bradley Privacy Statement Last Modified: 4/4/2003 University Supervisors The university supervisors who support JMU student teachers are selected because of their strong dedication to the teaching profession, their history as highly skilled and effective teachers, their willingness to mentor someone into the teaching profession, and their high level of professional ethics. Click on the items below for information about selected topics of interest to supervisors. (More detailed information is found in the University Supervisor Handbook Training Sessions and Seminars Supervisor Responsibilities Supervision Schedule and Deadlines ... Completing Paper Work Training Sessions and Seminars Student teaching supervisors have three opportunities for orientation and training: All new supervisors must attend a half-day orientation session to become familiar with the expectations for supervising student teachers. These orientations are typically held on the first Monday morning of classes each semester. Topics covered include:

74. Supervising Teachers in the Willamette University Clinical supervision workshop or attend three MAT supervisingteacher meetings scheduled resources to help student teachers plan http://www.willamette.edu/mat/superteachers.html

Overview Center for Excellence in Teaching Calendar Useful Links Supervising Teachers On-Site Supervising Teacher Supervising teachers are considered adjunct faculty who share responsibility with university faculty in providing support, instructional assistance, and assessment of student teachers. The design of the student teaching experience is unique to the individual situation and is controlled by the joint decisions of the supervising teacher, the university, and the student teacher. Supervising teachers meet with the School of Education faculty on campus three times during the school year. The Role of the Supervising Teacher The role of the supervising teacher is to serve as a model, guide, and instructor for the student teacher. Our program is intentionally internship based. Therefore, it is critical to the successful preparation of the MAT students that supervising teachers provide significant instructional assistance throughout the year. Responsibilities of the Supervising Teacher Supervising teachers agree to: enroll in the Willamette University Clinical Supervision workshop or provide verification of having completed an approved training program in the last 5 years

75. Utah Certification - Student Teachers & Interns Intern A teacher education student who, having completed Support and supervisionof the intern is provided primarily by the school system but with a http://www.usoe.k12.ut.us/cert/docs/interns.htm

CERTIFICATION REQUIREMENTS FOR UTAH EDUCATORS STUDENT TEACHERS AND INTERNS CERTIFICATION STATEMENT OF PHILOSOPHY Student teaching is the process which provides the teacher education student the opportunity to assume the responsibilities of a professional practitioner. Success in student teaching is regularly accepted as evidence both of demonstrated performance and potential and, together with successful completion of other requirements, entitles the student to a recommendation for a teaching certificate. The teacher internship is an alternative to the student teaching model. Internships are designed to facilitate the induction of new teachers into the educational system by providing an extended, intensive, and supervised teaching experience. AUTHORITY TO MAKE POLICY The general control and supervision of the public school system of the state of Utah are vested in the State Board of Education. Its authority includes (1) adopting policies which have broad application and give to the Board the general overseeing of the public school system; (2) enacting rules and regulations to eliminate and prevent all unnecessary duplication of work or instruction in school districts and elsewhere as provided by law; and (3) setting standards under which the public school system shall be operated. Specifically, with regard to teacher education programs, Section 53A-6-103(1) of state law provides that "The State Board of Education shall establish the scholarship, training, and experience required of applicants for certificates."

76. Frequently Asked Questions About Student Teaching supervision is essential and is a mutual responsibility of the supervising teacherand the constructive comments about the student's teaching experience http://www.iusb.edu/~edud/faq.html

77. Wartburg College Music Department Tower School Of Music supervision After training in teaching methods and materials, student The supervisingteacher critiques students' work and student teachers' instruction http://www.wartburg.edu/musdept/tower/

78. Western Kentucky University Office Of Teacher Services preservice teachers to practice with supervision what they Requirements for StudentTeaching include Admission into teacher Education; Application on http://edtech.tph.wku.edu/~teachsvs/stuteach.html

Office of Teacher Services HOME MEET THE STAFF ! ADMISSIONS ADVISING STUDENT TEACHING Requirements for Student Teaching Student Teach in Mexico City ! Important Dates TEACHER CERTIFICATION ... WKU HOME PAGE Welcome to the Office of Student Teaching ! Lillian Davis lil.davis@wku.edu Student teaching is an opportunity for preservice teachers to practice with supervision what they have learned about teaching. The staff in the Office of Student Teaching is responsible for verifying that students are qualified to student teach, for making their placements in area schools, for choosing appropriate personnel to supervise the student teachers, and for maintaining accurate records. Requirements for Student Teaching include: Admission into Teacher Education Application on file Attainment of a 2.5 GPA Completion of a minimum of 90 semester hours Verification of a criminal background check, a physical examination, and a negative TB test result or equivalent. We encourage those who plan to student teach to visit this office no later than early in the semester prior to student teaching. There are important dates that impact placements and these can be found at this web site. Each student teacher will be notified by mail as to his/her placement. If there are questions, please feel free to contact the office at 270-745-4896.

79. The Vancouver School Of The Alexander Technique with verbal guidance to own pupils under supervision. must be from an Alexander Techniqueteacher), as well as probationary, and when the student continues in http://members.shaw.ca/AlexanderTechniqueTraining/program.htm

The Vancouver School for the Alexander Technique Gabriella Minnes Brandes (Director) and Marta Hunter Home The Alexander Technique The Teacher Training Program Instructors Calendar Frequently Asked Questions Apply Now! ... Relevant Websites The Alexander Technique Teacher Training Program The Alexander Technique Teacher Training Program is a 3 year, minimum 1600 hour intensive training. It interweaves theory and practice through an experiential and reflective process. Students learn hands-on skills, observational and verbal tools of communication based on the theory and practice of F. M. Alexander's principles. Students will then apply these principles as they learn to teach others the Alexander Technique. The program will run three evenings and Sundays. Objectives / Learning outcomes: Students will be able to Identify their habits of movement through self observation and observation of other students. Implement a process of experiential, individual work to build a firm foundation to improve their movement skills. Demonstrate hands-on skills, observational and verbal tools of communication based on the theory and practice of F. M. Alexander's principles.

80. School Of Education -- Purdue University Calumet Fees are assessed for the supervision of specialized Methods Courses in the TeacherEducation Program coverage through an Indiana student Education Association http://education.calumet.purdue.edu/transteach/

Return to School of Education Home TRANSITION TO TEACH PROGRAM Program Overview Overview of the Program Application Requirements Request for Evaluation Form Steps for Completing Requirements ... Recommended Reading Please note that these documents are a work in progress! Items contained within this section are subject to change. Transition to Teach programs are designed for career changers who already hold bachelor's degrees in a content major related to a secondary teaching field, such as English or mathematics. Their purpose is to allow career changers to successfully enter the teaching profession in a timely fashion. These programs are most appropriate for those who already have a foundation of experiences in a P-12 or similar educational setting. They focus on the last four semesters of a professional education program, primarily on teaching methodology and student teaching. Each program consists of 18 credit hours of professional coursework. Purdue University Calumet will begin accepting applications for the T3 program in Summer 2002. However, due to the extensive admission process, the first cohort of T3 will not begin in coursework until Spring 2003. To be a part of the T3 program, candidates must commit to a continuous 16 months of coursework before eventual licensure. Therefore, the first cohort will be completing the program at the end of Spring 2004.

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